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Journal articles on the topic 'Tacid knowledge'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Stokvik, Hanne, Daniel Adriaenssen, and Jon-Arild Johannessen. "Tacit knowledge, organizational learning and innovation in organizations." Problems and Perspectives in Management 14, no. 3 (September 6, 2016): 246–55. http://dx.doi.org/10.21511/ppm.14(3-1).2016.11.

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Problem: We don’t know how tacit knowledge, organizational learning and innovation are linked. Research question: What is the relation between tacit knowledge, organizational learning and innovation? Methodology: Conceptual generalizing. Purpose: To create a link between tacit knowledge, organizational learning and innovation. Contribution: 1. The authors develop a typology for tacit knowledge and organizational learning that may help us to understand the interaction between different types of tacit knowledge, organizational learning and innovation. 2. The research of the authors shows that tacit knowledge may be said to have three faces: one conservative that limits the continuous improvement process, a second that guards an organization against imitation, and a third that promotes innovation. 3. The authors develop a theory, i.e., a system of propositions related to how do different types of tacit knowledge and organizational learning influence innovation? Keywords: tacit knowledge, organizational learning, innovation. JEL Classification: M10

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2

Yu, Zhenhua. "Tacit Knowledge." Tradition and Discovery: The Polanyi Society Periodical 33, no. 3 (2006): 9–25. http://dx.doi.org/10.5840/traddisc2006/200733337.

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3

Taylor, Hazel. "Tacit Knowledge." International Journal of Knowledge Management 3, no. 3 (July 2007): 60–73. http://dx.doi.org/10.4018/jkm.2007070104.

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4

Howells, Jeremy. "Tacit knowledge." Technology Analysis & Strategic Management 8, no. 2 (January 1996): 91–106. http://dx.doi.org/10.1080/09537329608524237.

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5

Miller, Alexander. "Tacit Knowledge." International Journal of Philosophical Studies 22, no. 4 (August 8, 2014): 630–35. http://dx.doi.org/10.1080/09672559.2014.948716.

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6

Watson, Rod. "Tacit Knowledge." Theory, Culture & Society 23, no. 2-3 (May 2006): 208–10. http://dx.doi.org/10.1177/026327640602300244.

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7

Reeves, Brent N., and Frank Shipman. "Tacit knowledge." ACM SIGOIS Bulletin 17, no. 3 (December 1996): 24–33. http://dx.doi.org/10.1145/242206.242212.

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8

Walker, Alexander Muir. "Tacit knowledge." European Journal of Epidemiology 32, no. 4 (April 2017): 261–67. http://dx.doi.org/10.1007/s10654-017-0256-9.

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9

Kaul, Theodore J. "tacit Groups and Tacit Knowledge." Contemporary Psychology: A Journal of Reviews 31, no. 1 (January 1986): 39–40. http://dx.doi.org/10.1037/024419.

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10

Collins, Harry. "Analysing Tacit Knowledge." Tradition and Discovery: The Polanyi Society Periodical 38, no. 1 (2011): 38–42. http://dx.doi.org/10.5840/traddisc2011/201238110.

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11

Alony, Irit, Greg Whymark, and Michael Jones. "Sharing Tacit Knowledge:." Informing Science: The International Journal of an Emerging Transdiscipline 10 (2007): 041–59. http://dx.doi.org/10.28945/455.

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12

Jabar. "Tacit Knowledge Codification." Journal of Computer Science 6, no. 10 (October 1, 2010): 1170–76. http://dx.doi.org/10.3844/jcssp.2010.1170.1176.

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13

Ribeiro, Rodrigo. "Tacit knowledge management." Phenomenology and the Cognitive Sciences 12, no. 2 (January 22, 2012): 337–66. http://dx.doi.org/10.1007/s11097-011-9251-x.

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14

Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Sciences, and Humanities 1, no. 1 (April 20, 2018): 14. http://dx.doi.org/10.31098/ijmesh.v1i1.14.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.

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15

Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Science and Humanities 1, no. 1 (June 27, 2017): 7–14. http://dx.doi.org/10.31098/ijmesh.v1i1.4.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.

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16

Imanda, Rahmi. "Review Knowledge Manajemen dan Tacit Knowledge Dalam Manufaktur." Prosiding Seminar Nasional Teknoka 4 (December 30, 2019): I04—I110. http://dx.doi.org/10.22236/teknoka.v4i0.4214.

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Saat ini pengetahuan menjadi sebuah asset dalam suatu organisaisi. Dalam manajemen pegetahuan terdapat dua macam pengetahuan yaitu pengetahuan tacit dan pengetahuan eksplisit. Sebuah studi menyatakan bahwa pengetahuan tacit merupakan isu yang sangat penting dalam memanajemen pengetahuan di dalam organisasi. Penelitian ini dilakukan untuk meneliti hubungan antara pengethuan tacit dalam aspek manufaktur, dengan research question “Bagaimana pengetahuan tacit berpengaruh dalam aspek manufaktur”. Tujuan dari penelitian ini adalh untuk mendapatkan pemahaman terkait pengetahuan tacit dalam aspek manufaktur.

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17

Obrenovic, Bojan, Slobodan Obrenovic, and Akmal Hudaykulov. "The value of knowledge sharing: impact of tacit and explicit knowledge sharing on team performance of scientists." International Journal of Management Science and Business Administration 1, no. 2 (2015): 33–52. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.12.1003.

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Knowledge sharing that takes place among team members is a process of great relevance that builds ties and relationships which in turn results in positive organizational and team outcomes. However, as it is not usually formally included in the job descriptions and is not a formal part of organizations’ and team activities, it is considered to be an organization citizenship behavior. Our paper emphasizes significance of tacit and explicit knowledge sharing to team performance in the context of scientific cooperation. Positive relationship between tacit knowledge sharing and explicit knowledge sharing with team performance was found using linear regression. Furthermore, high levels of knowledge sharing and team performance were identified among scientists.

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18

Indriani, Made Novia, I. Nyoman Arya Thanaya, Nyoman Yudha Astana, and A. A. Gde Agung Yana. "Knowledge Sharing In Perspective Of Tri Kaya Parisudha And Its Effect On Value Engineering Construction Projects." International Journal of Engineering and Emerging Technology 5, no. 1 (July 28, 2020): 61. http://dx.doi.org/10.24843/ijeet.2020.v05.i01.p12.

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Abstract Knowledge is the implementation of information and is convinced can be used for decision making. In this 21st century the success of an organization depends very much on the knowledge they have and how to utilize existing knowledge. The objectives of the research are to know and understand the effect of tacit knowledge and explicit knowledge in the Tri kaya Parisudha perspective on the value engineering of construction projects and to know and understand the influence of explicit knowledge mediating the relationship of tacit knowledge to the value engineering of construction projects. Quantitative analysis used is multivariate analysis using structural equation modeling or SEM with a variance-based or component-based approach called PLS (Partial Least Square). Tacit knowlege in manacika perspective significantly influences explicit knowledge in wacika and kayika perspectives, as well as tacit knowlege and explicit knowledge in manacika, wacika and kayika perspectives significantly influence construction project value engineering. Whereas explicit knowledge partially mediates between tacit knowledge to value engineering on construction project. Index Terms— Knowledge sharing, Tri Kaya Parisudha, Value engineering, Construction projects.

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19

Lejeune, Michel. "Tacit Knowledge: Revisiting the epistemology of knowledge." Articles 46, no. 1 (August 29, 2011): 91–105. http://dx.doi.org/10.7202/1005671ar.

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The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.

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20

MURATA, Yoshimi. "From Tacit Knowledge to Explicit Knowledge." Journal of the Society of Mechanical Engineers 118, no. 1156 (2015): 134–35. http://dx.doi.org/10.1299/jsmemag.118.1156_134.

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21

Lesjak, Dušan, and Srečko Natek. "Knowledge management systems and tacit knowledge." International Journal of Innovation and Learning 29, no. 2 (2021): 166. http://dx.doi.org/10.1504/ijil.2021.10034239.

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22

Natek, Srečko, and Dušan Lesjak. "Knowledge management systems and tacit knowledge." International Journal of Innovation and Learning 29, no. 2 (2021): 166. http://dx.doi.org/10.1504/ijil.2021.112994.

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23

Moorman, Jere. "Tacit Knowledge in Organizations." Tradition and Discovery: The Polanyi Society Periodical 29, no. 2 (2002): 55. http://dx.doi.org/10.5840/traddisc2002/200329228.

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24

Spender, J. C., Philippe Baumard, and Samantha Wauchope. "Tacit Knowledge in Organizations." Academy of Management Review 25, no. 2 (April 2000): 443. http://dx.doi.org/10.2307/259026.

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25

Kaur, Arvinder, and Hardeep Singh. "Innovation and Tacit Knowledge." Prabandhan: Indian Journal of Management 3, no. 5 (May 1, 2010): 12. http://dx.doi.org/10.17010//2010/v3i5/61131.

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26

Kaur, Arvinder, and Hardeep Singh. "Innovation and Tacit Knowledge." Prabandhan: Indian Journal of Management 3, no. 5 (May 1, 2010): 12. http://dx.doi.org/10.17010/pijom/2010/v3i5/61131.

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27

OĞUZ, FUAT. "Hayek on tacit knowledge." Journal of Institutional Economics 6, no. 2 (May 6, 2010): 145–65. http://dx.doi.org/10.1017/s1744137409990312.

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Abstract:This paper discusses the place of ‘tacit knowledge’ in Hayek's writings. How did Hayek understand tacit knowledge? How did his understanding change through time? I address these questions and follow the change in Hayek's works from skills and techniques of thought in the 1930s to the use of ‘tacit knowledge’ in the1960s. Hayek uses Polanyi's concept in many writings, but remains short of approving its implications. The paper emphasizes that while Hayek was quite aware of the differences between tacit knowing and knowing-how, he was not keen to stress the divergence. In the end, I offer some potential explanations for this preference.

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28

Cuomo, Serafina. "Tacit Knowledge in Vitruvius." Arethusa 49, no. 2 (2016): 125–43. http://dx.doi.org/10.1353/are.2016.0013.

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29

Carlsson, Gunilla, Nancy Drew, Karin Dahlberg, and Kim Lützen. "Uncovering tacit caring knowledge." Nursing Philosophy 3, no. 2 (July 2002): 144–51. http://dx.doi.org/10.1046/j.1466-769x.2002.00092.x.

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30

Desouza, Kevin C. "Facilitating tacit knowledge exchange." Communications of the ACM 46, no. 6 (June 2003): 85–88. http://dx.doi.org/10.1145/777313.777317.

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31

Büssing, André, Britta Herbig, and Thomas Ewert. "Intuition as tacit knowledge." Pflege 13, no. 5 (October 1, 2000): 291–96. http://dx.doi.org/10.1024/1012-5302.13.5.291.

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In dem Artikel werden die Begriffe Intuition, implizites Wissen und Erfahrung in Zusammenhang gebracht und in ihrer Bedeutung für die Krankenpflege dargestellt. Es wird eine empirische Untersuchung mit 16 erfahrenen Krankenpflegekräften vorgestellt, bei der in einer simulierten kritischen Pflegesituation gehandelt werden musste. Ausgehend von diesem Handeln wurde eine Methode zur Explikation des handlungsleitenden impliziten Wissens entwickelt, so dass eine nähere Betrachtung dieses Wissen ermöglicht wird. Die Ergebnisse untermauern die Annahme, die vielen in der Praxis Tätigen geläufig ist, nämlich, dass Intuition eine nicht zu unterschätzende Ressource bei der pflegerischen Arbeit darstellt. Gleichzeitig wird jedoch davor gewarnt, immer und in jedem Fall Intuition und implizites Wissen als positiv zu bewerten. Diese differentielle Betrachtungsweise wird mit Blick auf Konsequenzen für die Praxis diskutiert.

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32

Göranzon, Bo. "Tacit knowledge and risks." AI & SOCIETY 21, no. 4 (February 27, 2007): 429–42. http://dx.doi.org/10.1007/s00146-007-0086-5.

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33

Robins, Sarah. "Mindreading and tacit knowledge." Cognitive Systems Research 28 (June 2014): 1–11. http://dx.doi.org/10.1016/j.cogsys.2013.07.002.

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34

Haefliger, Stefan. "Tacit Knowledge in Organisations." Innovation 5, no. 2-3 (November 2003): 286–87. http://dx.doi.org/10.5172/impp.2003.5.2-3.286.

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35

Collins, Harry. "Bicycling on the Moon: Collective Tacit Knowledge and Somatic-limit Tacit Knowledge." Organization Studies 28, no. 2 (September 13, 2006): 257–62. http://dx.doi.org/10.1177/0170840606073759.

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The idea of tacit knowledge plays an important role in many areas of academic debate, not least automation and its role in management. Here it is shown that tacit knowledge comes in two distinct types, with different causes and consequences. The first kind, ‘somatic-limit tacit knowledge’, has to do with the limitations of the human body and brain and has no consequences for encoding knowledge into machines. The second kind, ‘collective tacit knowledge’, is more ‘ontological’ than biological, having to do with its location in the social collectivity. Here the human body and brain’s unique capacity gives it special access to the tacit knowledge; known and foreseeable machines do not have this capacity.

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36

Foos, Ted, Gary Schum, and Sandra Rothenberg. "Tacit knowledge transfer and the knowledge disconnect." Journal of Knowledge Management 10, no. 1 (January 2006): 6–18. http://dx.doi.org/10.1108/13673270610650067.

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37

Søberg, Peder Veng, and Atanu Chaudhuri. "Technical knowledge creation: Enabling tacit knowledge use." Knowledge and Process Management 25, no. 2 (March 25, 2018): 88–96. http://dx.doi.org/10.1002/kpm.1563.

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38

Insch, Gary S., Nancy McIntyre, and David Dawley. "Tacit Knowledge: A Refinement and Empirical Test of the Academic Tacit Knowledge Scale." Journal of Psychology 142, no. 6 (November 2008): 561–80. http://dx.doi.org/10.3200/jrlp.142.6.561-580.

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39

Maslanov, Evgeniy V., and Artem M. Feigelman. "Tacit Knowledge in Internet Communication: Interface as a Machine for Tacit Knowledge Production." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 77–83. http://dx.doi.org/10.17223/15617793/460/9.

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The article aims to analyze the use of tacit knowledge in Internet communication. The authors note that the use of new information and communication technologies and communication platforms plays a special role in modern Internet communication. To identify the specifics of the formation of Internet communication, the authors consider communication platforms as “hybrids”, which include actions of many actors existing in different registers: actions of programmers and various participants in the communication platform; lines of program code; many servers; communication devices of individual users; wires and electromagnetic waves, making it possible to transmit a signal; content that exists at the platform. On this basis, the authors infer that platform users participating in communication are always limited by the mechanisms of its functioning. The analysis of the functioning of interfaces, carried out on the basis of the concept of instrumentality by M. Heidegger, made it possible to conclude that interfaces act not only as tools. They become structures that allow the formation of the users’ “lifeworld”, as well as their behavioral habits. This conclusion was confirmed by a study of the functioning of such communication platforms as Facebook, VK, Instagram. A case study showed that the most important condition for the successful creation of ICT “hybrids” is the formation of user habits and skills of interaction with the interface. As a result of the analysis, the authors infer that the use of tacit knowledge plays a special role in this process. In the analysis of this knowledge, the authors rely on M. Polanyi’s concept and its development in G. Collins’s works that specify “relative” implicit knowledge, “somatic implicit knowledge” and “collective tacit knowledge”. The authors reveal the specifics of the use of implicit knowledge in Internet communication. As a result, they infer that “relational” implicit knowledge is always present in ICT “hybrids” in an explicit form. At this stage of technological development, “somatic” tacit knowledge is not represented in hybrids at all because a person does not yet have a specific experience of being physically in such digital spaces. However, based on the analysis of communication platforms, it can be concluded that the interface can be represented as a “machine” for the production of “collective tacit knowledge”, which allows transforming the experience of participants in Internet communication. A convenient interface for the production of “collective tacit knowledge” helps users to create new meanings and values, while a poorly perceived interface forces users to look for other ways of Internet communication. Hence, the authors conclude that the interface in communication platforms forms the mechanisms for transforming user experience and enables them to independently establish rules of behavior and problem solving within the framework of Internet communication, that is, to create specific conditions for the production of “collective tacit knowledge”.

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40

Souto, Patrícia Cristina do Nascimento. "Using the tacit dimension of knowledge in creating knowledge for innovation: implications for tacit knowledge communication." International Journal of Technological Learning, Innovation and Development 6, no. 4 (2013): 303. http://dx.doi.org/10.1504/ijtlid.2013.060864.

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41

Muñoz, Cristian A., Simon Mosey, and Martin Binks. "The tacit mystery: reconciling different approaches to tacit knowledge." Knowledge Management Research & Practice 13, no. 3 (August 2015): 289–98. http://dx.doi.org/10.1057/kmrp.2013.50.

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42

Bordum, Anders. "From tacit knowing to tacit knowledge - emancipation or ideology?" Critical Quarterly 44, no. 3 (October 2002): 50–54. http://dx.doi.org/10.1111/1467-8705.00431.

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43

MIGUEL, LILIAN APARECIDA PASQUINI, and SILVIO POPADIUK. "A semiótica do compartilhamento de conhecimento tácito: um estudo sob a perspectiva do interacionismo simbólico." Cadernos EBAPE.BR 17, no. 3 (September 2019): 460–73. http://dx.doi.org/10.1590/1679-395172519.

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Abstract This article proposes an integrated theoretical model, combining Polanyi and Peirce constructs - tacit knowledge and semiotics, respectively - under the symbolic interactionist perspective. It aims to understand how signs are manifested as mediators in the tacit knowledge sharing process among members of a cooperative organization. It is based on: a theoretical articulation of the principles of tacit knowledge, which defends the ineffability of this kind of knowledge; semiotic theory, in which signs are a representation of “something for someone” and imply that everything in the world is a sign; and the symbolic interactionist view. This theoretical integration presents a significant theoretical contribution because it proposes a process of semiotic perception to tacit knowledge sharing. This perspective suggests that tacit knowledge sharing occurs through symbolic interaction, mediated by semiotics; this innovative model depends both on internal and external conditions, albeit involving aspects outside organizational control.

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44

Jamila Lestyowati, Aniek Juliarini,. "Building Knowledge Management Through the Tacit Knowledge Video." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4574–86. http://dx.doi.org/10.17762/pae.v58i2.2846.

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One of the things done in the knowledge management is making tacit knowledge videos. This study aims to: (1) analyze the process of tacit knowledge video production; (2) analyze the obstacles faced in making tacit knowledge videos; (3) find a solution to the obstacles encountered in making video tacit knowledge. The method used is the action research method where the authors conducted this research themselves, and then analyzed in a descriptive qualitative manner. The study uses primary and secondary data in the form of processes and experiences conducted by researchers, literature study, and video searching on Kemenkeu Learning Center (KLC). The results showed that the making of video through a series of processes, which are pre-production, production, post-production, evaluation, and uploading on KLC. The obstacle of making videos is because there is no clarity of the deadline for completing the work in the quality control stage and the lack of Widyaiswara's ability to make videos. The results of this action research can be copied by other parties who will do similar research. Another important finding from this research is the need for employees with special expertise in the video making.

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45

Boice, Robert. "Writing Blocks and Tacit Knowledge." Journal of Higher Education 64, no. 1 (January 1993): 19. http://dx.doi.org/10.2307/2959976.

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46

Gerholm, Tomas. "On Tacit Knowledge in Academia." European Journal of Education 25, no. 3 (1990): 263. http://dx.doi.org/10.2307/1503316.

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47

BÜLBÜLOĞLU, Semra, and Fatma ETİ ASLAN. "Tacit Knowledge and Nursing: Review." Turkiye Klinikleri Journal of Nursing 9, no. 1 (2017): 85–90. http://dx.doi.org/10.5336/nurses.2016-51165.

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48

Cox III, Raymond W., Michael L. Hill, and Sucheta Pyakuryal. "Tacit Knowledge and Discretionary Judgment." Public Integrity 10, no. 2 (April 1, 2008): 151–64. http://dx.doi.org/10.2753/pin1099-9922100204.

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49

Turner, Stephen. "Tacit Knowledge Meets Analytic Kantianism." Tradition and Discovery: The Polanyi Society Periodical 41, no. 1 (2014): 33–47. http://dx.doi.org/10.5840/traddisc2014/20154116.

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50

Matoskova, Jana, Helena Rehackova, Eliska Sobotkova, Martina Polcakova, Martin Jurasek, Ales Gregar, and Vlastimil Svec. "Facilitating Leader Tacit Knowledge Acquisition." Journal of Competitiveness 5, no. 1 (March 31, 2013): 3–15. http://dx.doi.org/10.7441/joc.2013.01.01.

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